Miller, S. A. (1970). Review of D. G. Boyle, A student’s guide to Piaget. Contemporary Psychology, 15, 801.

Miller, S. A., Shelton, J., & Flavell, J. H. (1970). A test of Luria’s hypotheses concerning the development of verbal self-regulation. Child Development, 41, 651-665.

Miller, S. A. (1971). Extinction of conservation: A methodological and theoretical analysis. Merrill-Palmer Quarterly, 17, 319-334.

Miller, S. A. (1972). Review of P. Guillaume, Imitation in children. Contemporary Psychology, 17, 24-25.

Miller, S. A. (1973). Contradiction, surprise and cognitive change: The effects of disconfirmation of belief on conservers and nonconservers. Journal of Experimental Child Psychology, 15, 47-62.

Miller, S. A., & Lipps, L. (1973). Extinction of conservation and transitivity of weight. Journal of Experimental Child Psychology, 16, 388-402.

Miller, S. A., Schwartz, L., & Stewart, C. (1973). An attempt to extinguish conservation of weight in college students. Developmental Psychology, 8, 316.

Miller, S. A. (1975). Review of P. E. Bryant, Perception and understanding in young children. Merrill-Palmer Quarterly, 21, 335-338.

Miller, S. A., & Brownell, C. A. (1975). Peers, persuasion, and Piaget: Dyadic interaction between conservers and nonconservers. Child Development, 46, 992-997.

Miller, P. H., Heldmeyer, K., & Miller, S. A. (1975). Facilitation of conservation of number in young children. Developmental Psychology, 11, 253.

Miller, S. A. (1976). Extinction of Piagetian concepts: An updating. Merrill-Palmer Quarterly, 22, 257-281.

Miller, S. A. (1976). Nonverbal assessment of conservation of number. Child Development, 47, 722-728.

Miller, S. A. (1976). Nonverbal assessment of Piagetian concepts. Psychological Bulletin, 83, 405-430.

Karabenick, J. D., & Miller, S. A. (1977). The effects of age, sex, and listener feedback on grade-school children’s referential communication. Child Development, 48, 678-683.

Miller, S. A. (1977). A disconfirmation of the quantitative identity-quantitative equivalence sequence. Journal of Experimental Child Psychology, 24, 180-189.

Miller, S. A. (1977). Identity and equivalence. The Genetic Epistemologist, 6, 8-10.

Miller, S. A., Brownell, C. A. & Zukier, H. (1977). Cognitive certainty in children: Effects of concept, developmental level, and method of assessment. Developmental Psychology, 13, 236-245.

Miller, S. A. (1978). Identity conservation and equivalence conservation: A critique of Brainerd and Hooper’s analysis. Psychological Bulletin, 85, 58-69.

Miller, S. A. (1979). Candy is dandy and also quicker: A further nonverbal study of conservation of number. Journal of Genetic Psychology, 134, 15-21.

Miller, S. A. (1979). Review of J. A. Keats, K. F. Collis, & G. S. Halford (Eds.), Cognitive development: Research based on a neo-Piagetian approach. Contemporary Psychology, 24, 419-420.

Miller, S. A. (1980). Assessment of conservation of number: An attempt to enhance ecological validity and diagnostic sensitivity. Genetic Psychology Monographs, 101, 271-285.

Miller, S. A., White, N., & Delgado, M. (1980). Adults’ conceptions of children’s cognitive abilities. Merrill-Palmer Quarterly, 26, 135-151.

Miller, S. A. (1981). Conceptions of number. The Genetic Epistemologist, 10, 1-3.

Miller, S. A. (1981). Piaget’s theory. In L. Nadelman (Ed.), Infant and child behavior: A laboratory approach (pp. 205-216). New York: Harper & Row.

Miller, S. A. (1982). Cognitive development: A Piagetian perspective. In R. Vasta (Ed.), Strategies and techniques of child study (pp. 161-207). New York: Academic Press.

Miller, S. A. (1982). On the generalizability of conservation: A comparison of different kinds of transformation. British Journal of Psychology, 73, 221-230. (Special Jean Piaget Memorial Issue. Paper also published in P. Bryant (Ed.), Piaget: Issues and experiments. Cambridge: The British Psychological Society.)

Miller, S. A. (1983). On the generalizability of conservation: Context and transformation. In J. Sloboda & D. Rogers (Eds.), Acquisition of symbolic skills (pp. 351-356). London: NATO.

Miller, S. A. (1986). Certainty and necessity in the understanding of Piagetian concepts. Developmental Psychology, 22, 3-18.

Miller, S. A. (1986). Parents’ beliefs about their children’s cognitive abilities. Developmental Psychology, 1986, 22, 276-284.

Miller, S. A. (1987). Developmental research methods. Englewood Cliffs, NJ: Prentice-Hall.

Miller, S. A. (1988). Parents’ beliefs about children’s cognitive development. Child Development, 59, 259-285.

Miller, S. A. (1988). Review of D. Vocate, The theory of A. R. Luria. Contemporary Psychology, 33, 939-940.

Miller, S. A., Harris, Y., & Blumberg, R. (1988). Children’s judgments of peers’ abilities. Merrill-Palmer Quarterly, 34, 421-436.

Miller, S. A., Manhal, M., & Mee, L. (1991). Parental beliefs, parental accurary, and children’s cognitive performance: A search for causal relations. Developmental Psychology, 27, 267-276.

Miller, S. A. (1992). Review of J. J. Goodnow & W. A. Collins, Development according to parents: The nature, sources, and consequences of parents’ ideas. Human Development, 35, 118-120.

Miller, S. A., & Davis, T. L. (1992). Beliefs about children: A comparative study of mothers, teachers, peers, and self. Child Development, 63, 1251-1265.

Vasta, R., Haith, M. M., & Miller, S. A. (1992). Child psychology: The modern science. New York: Wiley.

Delgado-Hachey, M., & Miller, S. A. (1993). Mothers’ accuracy in predicting their children’s IQs: Its relationship to antecedent variables, mothers’ academic achievement demands, and children’s achievement. Journal of Experimental Education, 62, 43-59.

Flavell, J. H., Miller, P. H, & Miller, S. A. (1993). Cognitive development (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Miller, S. A., Davis, T. L., Wilde, C. A., & Brown, J. (1993). Parents’ knowledge of their children’s preferences. International Journal of Behavioral Development, 16, 35-60.

Miller, S. A. (1995). Parents’ attributions for their children’s behavior. Child Development, 66, 1557-1584.

Miller, S. A. (1995). Review of A. Karmiloff-Smith, Beyond modularity. Merrill-Palmer Quarterly, 41, 253-257.

Vasta, R., Haith, M. M., & Miller, S. A. (1995). Child psychology: The modern science (2nd ed.). New York: Wiley.

Holmes, H. A., Black, C., & Miller, S. A. (1996). A cross-task comparison of false belief understanding in a Head Start population. Journal of Experimental Child Psychology, 63, 263-285.

Miller, S. A. (1996). Review of J. Smetana (Ed), New directions for child development: No. 66. Beliefs about parenting: Origins and developmental implications. Contemporary Psychology, 41, 463.

Miller, S. A., Holmes, H. A., Gitten, J. & Danbury, J. (1997). Children’s understanding of false beliefs that result from developmental misconceptions. Cognitive Development, 12, 21-51.

Montgomery, D. E., & Miller, S. A. (1997). Young children’s attributions of knowledge when speaker-intent and listener-access conflict. British Journal of Developmental Psychology, 15, 159-175.

Welch-Ross, M. K., Diecidue, K. M., & Miller, S. A. (1997). Young children’s understanding of conflicting mental representations predicts suggestibility. Developmental Psychology, 33, 43-53.

Miller, S. A. (1998). Developmental research methods (2nd ed.) Englewood Cliffs, NJ: Prentice-Hall.

Vasta, R., Haith, M. M., & Miller, S. A. (1999). Child psychology: The modern science (3rd ed.). New York: Wiley

Miller, S. A. (2000). Children’s understanding of preexisting differences in knowledge and belief. Developmental Review, 20, 227-282.

Miller, S. A., Custer, W. L., & Nassau, G. (2000). Children’s understanding of the necessity of logically necessary truths. Cognitive Development, 15, 383-403.

Flavell, J. H., Miller, P. H., & Miller, S. A. (2002). Cognitive development (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Miller, S. A., Hardin, C. A., & Montgomery, D. E. (2003). Young children’s understanding of the conditions for knowledge formation. Journal of Cognition and Development, 4, 325-356.

Miller, S. A. (2004). Piagetian research. In L. Nadelman (Ed.). Research manual in child development (2nd ed.). Mahwah, NJ: Erlbaum.

Vasta, R., Miller, S. A., & Ellis, S. (2004). Child psychology (4th ed.). New York: Wiley.

Miller, S. A. (2006). Conservation. In N. J. Salkind (Ed.), The encyclopedia of human development. Thousand Oaks, CA: Sage Publishers.

Brank, E. M., Woolard, J. L., Brown, V. E., Fondacaro, M., Luescher, J. L., Greig, R., & Miller, S. A. (2007). Will they tell? Weapons reporting by middle school youth. Youth Violence and Juvenile Justice, 5, 125-146.

Miller, S. A. (2007). Developmental research methods (3rd ed.). Thousand Oaks, CA: Sage Publishers.

Miller, S. A. (2007). A diversity of approaches to divergent thinking. [Review of the book Creativity and reason in cognitive development]. PsyCRITIQUES, 52 (3).

Parker, J. R., MacDonald, C. A., & Miller, S. A. (2007). John thinks that Mary feels…False belief across affective and physical domains. Journal of Genetic Psychology, 168, 43-62.

Miller, S. A. (2007). The value of childhood. [Review of the book Why youth is not wasted on the young]. PsyCRITIQUES, 52 (39).

Harwood, R., Vasta, R., & Miller, S. A. (2008). Child psychology: Development in a changing society (5th ed.). New York: Wiley.

Stuart, J., Fondacaro, M., Miller, S. A. Brown, V., & Brank, E. M. (2008). Procedural justice in family conflict and deviant peer group involvement among adolescents: The mediating influence of peer conflict. Journal of Youth and Adolescence, 37, 674-684.

Brubacher, M. R., Fondacaro, M. R., Brank, E., Brown, V. E., & Miller, S. A. (2009). Procedural justice in resolving family disputes: Implications for childhood bullying. Psychology, Public Policy, and Law, 15, 149-167.

Miller, S. A. (2009). Children’s understanding of second-order mental states. Psychological Bulletin, 135, 749-773.

Miller, S. A. (2010). Social-cognitive development in early childhood. In R. E. Tremblay, R. G. Barr, R. D. Peters, & M. Boivin (Eds.) Encyclopedia on early childhood development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development; 2010:1-5.Available at: http://www.child-encyclopedia.com/documents/MillerANGxp.pdf

Wylie, L.E., Gibson, C. L., Brank, E.M., Fondacaro, M., Smith, S. W., Brown, V. E., & Miller, S.A. (2010). The context of who tells: Assessing school and student-level predictors of weapons reporting. Youth Violence and Juvenile Justice, 8, 332-350.

Ahn, S., & Miller, S. A. (2012). Theory of mind and self-concept: A comparison of American and Korean children. Journal of Cross-Cultural Psychology, 43, 671-686.

Miller, S. A. (2012). Theory of mind: Development beyond the preschool years. New York, NY: Psychology Press.

Miller, S. A. (2013). Developmental research methods (4th ed.). Thousand Oaks, CA: Sage.

Brank, E., Fondacaro, M. R, Brown, V. E., Chinn, R., Luescher, J. L., & Miller, S. A. (in press). Adolescent victimization and aggression: The role of adult attachments and friendships. Youth Violence and Juvenile Justice.

Miller, S. A. (in press). Effects of deception on children’s understanding of second-order false belief.. Infant and Child Development.

Miller, S. A. (in press). Children’s understanding of second-order false belief: Comparisons of content and method of assessment. Infant and Child Development.

Miller, S. A. (in press). Writing in psychology. New York, NY: Routledge Press.